Martin Andrew - Profile on Academia.edu (original) (raw)
Papers by Martin Andrew
Scope: Contemporary Research Topics (Work-based Learning)
It speaks to the theme, "Utilizing research findings to create sustainable solutions for human we... more It speaks to the theme, "Utilizing research findings to create sustainable solutions for human welfare." The study is part of a broader, ethics-approved phenomenological study of the lived experiences of graduate students in the doctoral spaces of work-based learning (WBL) or professional practice in an age characterised not only by resilience in the face of pandemic, but also by the post-truth fearmongering impacting people's consciousness. While the affordances of technology have created multiple narratives of triumph over lockdown in education in a major information dump of fast studies, neither the pedagogical and critical theories behind those affordances nor the experiences of postgraduate learners managing long-term projects has received due scrutiny. Drawing on a small part of an emerging dataset, this study outlines the broader context of crisis age technology-led learning, suggests pedagogical factors behind the perception of short-term resilience, and presents cases of 'pivoting' in postgraduate work in complex times. The study is predicated on and concludes that four themes have capacity in driving the endurance of such work: community, transdisciplinarity, emergence and sustainability.
Planning Lessons for a Reading Class, is a prominent addition to this series of accessible, reada... more Planning Lessons for a Reading Class, is a prominent addition to this series of accessible, readable practical resource booklets. Its focus on the identification of non-reductionist principles and their immediate application through clearly identified procedures makes the book applicable in an immediate way. The issues in the series are uncluttered by academic lexis, theory and research processes. They are designed to be picked up, read within the hour, assimilated and applied within minutes. These booklets -too brief to be called volumes -offer a techniqueorientation that immediately appears to be common sense, leading the reader to think "Yes, I can do that today", rather than "Well, I might try that someday".
Scope: Contemporary Research Topics (Work-based Learning), 2021
By the end of 2021, it is estimated that as many as five Capable New Zealand learners will have c... more By the end of 2021, it is estimated that as many as five Capable New Zealand learners will have completed their professional doctoral journeys in the Doctorate of Professional Practice, which was launched in 2018 and grounded philosophically in the University of Middlesex's well-established research and development doctoral model. The Capable New Zealand re-versioning of the Middlesex University model revolves around experiential and transformative learning, is grounded in the reflective unpacking of critical incidents, and affords strategies for research messiness and the non-linearity of the process, particularly in the light of COVID-19. The Middlesex model is also for "advanced practitioners to develop their professional knowledge at doctoral level, benefiting both individuals and their organisations or professional fields" (Middlesex University London, online, 2021).
Scope: Contemporary Research Topics (Work-based Learning), 2021
Welcome to the second edition of Scope -Work-based Learning, with its broad theme of multiplicity... more Welcome to the second edition of Scope -Work-based Learning, with its broad theme of multiplicity of voices and its central musical metaphors of the chorus and the orchestra. In such contexts, voices work in complex ways beyond mere harmony singing from one hymn book. Voices can sing in four-part harmony or counterpoint, articulate in different techniques, generate sound effects, and engage in word painting. Choral voices can also merge, blur, and overlap in much that same way that voices in drama create a real-world of human chatter. Within the choral artefact, there can also be soloists. As editors, we have curated, or even orchestrated, a collection of various articles in the range of professional practice where voices are celebrated and given expression.
Seminar Nasional LP2M UNM, Nov 21, 2021
This study was conducted with the aim to know and identifying the challenges faced by teachers in... more This study was conducted with the aim to know and identifying the challenges faced by teachers in teaching English in the current curriculum change. The research method that will be used is descriptive qualitative method. The subjects are 102 teachers in SMA/MA/SMK/equivalent in South Sulawesi Province. Data obtained from essay questions were analyzed through qualitative data analysis techniques through coding. The results of the analysis was in the form of a description of the teacher's challenges faced in teaching English during the curriculum change period. This description will be useful for learners, teachers, policy makers and foreign language learning theorists. The results of the study indicate that, there are many challenges faced by teachers in teaching English in the current curriculum change (before the Pandemic, during and post Pandemic Covid-19 era). The challenging comes from students' conditions, teachers' conditions, school condition, environment condition, materials condition, learning process, administration process, and technology implementation.
Zenodo (CERN European Organization for Nuclear Research), Mar 13, 2023
This Australian-based paper offers a subjective academic narrative on the methodology of autoethn... more This Australian-based paper offers a subjective academic narrative on the methodology of autoethnography as it is used and understood by both learners enrolled in creative writing higher education degrees and by novelists who draw on real-life experience and personages in their work in the quest for verisimilitude. Closely considering cases of writing in both ivory tower and real-world contexts, the qualitative and reflection-based study reveals that once writers move from the academy to the world of publishing, they are better able to write from experience, and can do so as long as they adhere to ethics of care that characterise their profession. Trained as autoethnographers to draw fictions from life experiences through methodological autoethnography, real world writers continue to follow the ethical tenets of consent, consultation and present and future vulnerability.
衝突・付加した海洋性島弧の復元--南部フォッサマグナの例 (総特集 地域地質研究の多様な展開--グローバルテクトニクスの深化に向けて)
月刊地球, Dec 1, 1999
The Australian Universities' review, 2020
This study brings forward possible and likely truths that lie behind tenured academics' decisions... more This study brings forward possible and likely truths that lie behind tenured academics' decisions to take voluntary redundancies despite their jobs involving edifying, rewarding and 'passion' work. In other words, the legality of the severance agreement stresses a voluntary motivation, a choice; but the actuality behind the decision points to a range of histories, of backstories. This researcher asked 12 mid-career academics why they really took redundancy packages. Their stories reveal a raft of themes now commonplace in the literature of the 'ruined university'. This paper aims to develop the theory that what appears at an institutional level to be voluntary is in fact as far from a choice as imaginable. It is risky to speak of 'truths' when my methodology is that of an interpretivist narrative enquiry into individuals' decisions to leave tenured positions via 'voluntary' redundancy. I will speak more explicitly about the epistemological and ethical components shortly. My reference to 'truths' needs contextualisation. It comes from my reflections on the methodological anti-positivism and resolute interpretivism of the anti-capitalist sociologist, Max Weber (1864-1920). I was drawn, particularly, to his 1915 description (in The Methodology of Social Sciences, trans. 1949, p.176) of 'the skeletal structure of causal attributions and truths' (das feste Skelett der kausale Zurechnung). Such 'attributions' , he maintained, lie behind the 'facade' of narrative history and their presence differentiates a work of knowing from a fiction. This led me to wonder how these fabrications, based on the superficial story (the facade), become the official stories. In other wordsand it is not possible to paraphrase without calling Foucault to mindofficial history is fabricated by the legalistic stories of the powerful. This historical process Behind voluntary redundancy in universities The stories behind the story Martin Andrew Otago Polytechnic At a time when universities internationally participate in continual processes of restructuring, repositioning and reprioritising, calls for 'voluntary' redundancy among teaching and learning staff become frequent events. Australian and New Zealand academics, whose stories inform this study, have, particularly, been made subject to severance, voluntary or otherwise, at a time when the modernised university has become the managed, neoliberalised university and, over time, the 'ruined' or 'toxic' university. This study is a narrative enquiry aiming to capture, represent and examine the stories of mid-and late-career higher education teaching professionals during this unsettling period of disturbance and flux. In the light of studies on 'voluntary' redundancy and scholarship critiquing the mechanisms of power and repression of the corporatised university, this researcher asked 12 mid-career academics why they really took redundancy packages with a view to exposing the experienced truth behind the official institutional story that academic professionals 'chose' voluntary redundancy packages.
Journal of University Teaching and Learning Practice
Compassion in higher education is viewed in different ways by educators. In recent years a focus ... more Compassion in higher education is viewed in different ways by educators. In recent years a focus on using compassionate pedagogy and being authentic, compassionate educators has arisen. Often associated with ‘care’, compassion has been labelled at times to be ‘soft’ or even ‘fluffy’ and holding emotion. Rather, we argue – through critically exploring discourses of compassion and care – that by acknowledging higher education has a relational element encompassing purposeful and trusting relationships, interactions can hold more meaning and benefit. This Editorial seeks to position the role of compassion in higher education, challenging how compassion focused pedagogy and research can be incorporated and enacted so it can benefit the future of higher education. We consider compassion in learning and teaching practices and in assessment, looking with hope to the future where we may see educational values lived in and through our teaching practices.
Scope: Contemporary Research Topics (Work-based Learning)
Scope: Contemporary Research Topics (Work-based Learning)
This paper explores bricolage as a qualitative approach to research. Imbued by the broadly lingui... more This paper explores bricolage as a qualitative approach to research. Imbued by the broadly linguistic 'bricolage' described by Lévi-Strauss (1962), modern bricolage, as a qualitative research methodology, is best defined by Denzin and Lincoln (2005) as "a complex, dense, reflexive collage-like creation that represents the researcher's images, understandings and interpretations of the world or phenomenon under analysis" (p. 6). It is now regarded as a methodology for professional practice research, including creative studies. It seeks to free bricolage from charges of being "undisciplined" (Roberts, 2018, p. 1), mix-and-match and random (Kincheloe, 2001), and even schizophrenic (Deleuze & Guattari, 1987). Our exploration focuses on several features of the methodology: its ability to incorporate and allow eclecticism, multiplicity and diversity of practice; its alignment with a transdisciplinary approach, and its concordance with a portfolio method of curating collections of outputs. As a methodology of emergence, it is tolerant of the stop-start nature of practitioner research we recognise from the tenuous age of COVID-19. It holds possibilities for learners and for mentors.
Scope: Contemporary Research Topics (Learning & Teaching)
University of Hawaii National Foreign Language Resource Center, Oct 1, 2004
The Singapore-based Regional English Language Centre (RELC) Portfolio Series, available in Englis... more The Singapore-based Regional English Language Centre (RELC) Portfolio Series, available in English, Portuguese and Spanish, is designed for hands-on English teaching practitioners as well as teacher educators and teachers undertaking professional development. Thomas S.C. Farrell's Planning Lessons for a Reading Class, is a prominent addition to this series of accessible, readable practical resource booklets. Its focus on the identification of non-reductionist principles and their immediate application through clearly identified procedures makes the book applicable in an immediate way. The issues in the series are uncluttered by academic lexis, theory and research processes. They are designed to be picked up, read within the hour, assimilated and applied within minutes. These booklets-too brief to be called volumes-offer a techniqueorientation that immediately appears to be common sense, leading the reader to think "Yes, I can do that today", rather than "Well, I might try that someday".
Despite its richness, the community remains an underutilised resource for migrant and internation... more Despite its richness, the community remains an underutilised resource for migrant and international students of EAL. This paper reports on a three-year study investigating and evaluating the cultural and linguistic value of volunteering in community placements to degree-level EAL learners. Using open-coded data from reflective journals, this paper discusses the range of literacies that 60 second-year degree-level EAL learners describe having demonstrated during placements. The study is framed within social identity theory and constructionist conceptualisations of communities of practice. For this paper, more recent real-world emphases of new literacy approaches offer fresh frames for social constructionism. We see our learners, situated within specific literate communities, developing cultural literacies as social practices. Here we discuss six varieties of cultural literacy. We maintain that learning in community contributes not only to increased communicative confidence, but also contributes to learners' advancing agency through its potential to provide real-world contexts where cultural literacies develop.
Scope: Contemporary Research Topics (Work-based Learning)
The world of professional practice, and hence of professional practice qualifications, is informe... more The world of professional practice, and hence of professional practice qualifications, is informed by a range of core exploratory theories: transformational learning (Mezirow, 1991) and experiential learning theories (Kolb, 1984); and critical incident/event technique (Woolsey, 1986), which more recently morphed into an educational theory itself (Tripp, 1993). Famously Kolb wrote: "learning is the process whereby knowledge is created through the transformation of experience" (1984, p. 38). These approaches accord with epistemologies where 'knowing' or 'coming to know' comes from responding with initiative, innovativeness and resilience to moments or even extended periods of flux, uncertainty and the unforeseen. These are responses, characteristic of learners in professional learning settings, that I have elsewhere called "thinking on your feet" (Andrew & Razoumova, 2019). This paper brings together nine short narratives of learners on a Doctor of Professional Practice (DPP) programme sharing their dilemmas and 'work-arounds' or solutions. The study demonstrates the resilience that can result from concerted individual acts of reflection; and, on a collective level, illustrates the range of complex situations in which those on doctoral journeys can find themselves.
Scope: Contemporary Research Topics (Work-based Learning), 2020
This paper explores a range of face-to-face and online communities of practice (CoP) that are use... more This paper explores a range of face-to-face and online communities of practice (CoP) that are used to support groups of learners or mentors at degree and diploma levels using Independent Learning Programmes at Otago Polytechnic's Capable NZ. The six writers each create a narrative linking the purpose of specific CoPs to their observable outcomes. The narratives demonstrate such CoP features as mutual engagement, joint enterprise and shared repertoire. The value of the CoPs, over and above uniting colleagues in times of disruption, is outlined in each narrative of practice. Ahi kä ki uta, ahi kä ki tai, kia horahorahia, purapura o ahi kä | Let your home fires be seen inland, let your home fires be seen along the coast, and may the sparks from your fires rise up and be seen throughout the world. Capable NZ is a college of work based-learning within Otago Polytechnic, New Zealand. Established as the Centre of Recognition of Prior Learning, one key focus is to work with experienced candidates who gain qualifications through an Independent Learning Pathway (ILP) which uses prior experiences to frame new learning through reflection. Ker (2017) interviewed graduates, concluding that many Capable NZ learners benefit from engagement in communities of practice in their professional contexts (Ker, 2017). It is logical, then, for community of practice pedagogies, with their capacity to embed resilience in times of disruption (Andrew, 2020, forthcoming), to inform the learner experience. Malcolm (2020, this issue) describes their value in one such programme, the Bachelor of Leadership for Change. In such contexts of work-based learning, where learning from reflecting on, in and for practice is key (Schön, 1987), CoPs become valuable sites for the exploration of facets of learning and teaching from practice for both learners and for their mentors.
Scope: Contemporary Research Topics (Work-based Learning), 2021
Now in its fourth year, the Doctorate in Professional Practice (DProfPrac) within Otago Polytechn... more Now in its fourth year, the Doctorate in Professional Practice (DProfPrac) within Otago Polytechnic's Capable NZ (College of Work-based Learning) faces a challenge to demonstrate its rigour to a range of internal and external stakeholders. Having celebrated its first completion in 2021 and with others in the offing, now is an appropriate time to celebrate the intensity and authenticity of the organisation's distinct species of DProfPrac. In broad terms, the programme requires candidates to create new practice-led knowledge through a process strong in developing reflective and self-managing practitioners. The doctorate aims to implement and develop the Middlesex model of professional doctorates (Costley & Lester, 2010); indeed, representatives of this organisation serve as annual external reviewers of the developing programme. The programme is also open to scrutiny from within, such as research quality gate-keepers and the broad doctoral mentoring team. Further, it is closely watched by other tertiary providers of similar qualifications, and those wishing to enter the doctorate space. Universities watch to see if the professional doctorate offers legitimate threat to traditional and thetic models of representing coming to know. Is it a threat? There is clear pressure on demonstrating the robustness of the programme and, in turn, each candidature's rigour. Having a clear understanding of 'rigour' is crucial to the sustainability and quality assurance of programmes positioned at levels 9 and 10 on the New Zealand Qualifications Authority (NZQA) framework, particularly during times of 'super-complex' change. If, as Barnett (2000, 2004, 2017) might suggest, super-complexity is characterised by the constellation of critical moments comprising threats both inside the system (restructuring, amalgamation) and outside it (COVID-19, the world in turmoil, residual neoliberalist ideology), such educational providers must look to their sustainability to endure, and loss of survival would lead to rigor mortis.
Scope: Contemporary Research Topics (Learning and Teaching), 2021
Scope: Contemporary Research Topics (Work-based Learning), 2021
TESL-EJ, Nov 1, 2020
This paper analyses the impact of an evaluation-focused language teacher education program under ... more This paper analyses the impact of an evaluation-focused language teacher education program under Vietnam's National Foreign Languages 2020 project, run at Hanoi University in 2015 and 2017. Funded by The Ministry of Education and Training (MOET), this intensive 150-hour university-level program employed international experts to deliver content about evaluation. The pedagogical goal was to enhance the capacity of 'key' teachers by guiding their application of theory-informed strategies to their institution's curricula and teaching materials. The underlying policy-directed goal was alignment with the Circular on Issuance of the 6-level Foreign Language Proficiency Framework of Vietnam (MOET, 2014), the Vietnamese Foreign Language Proficiency Framework (VFLF). This study outlines the needs the course met under national policy, demonstrates how these were achieved and describes the course's impacts and constraints. A naturalistic interpretative enquiry, it draws on questionnaire data from participants to assess how the program met its objectives and the degree to which participating language teachers reported applying its content to their practice. The study points to a gap between the aspirational rhetoric of the 6-level framework and the constraints posed by gatekeepers where the 'key' teachers are supposedly present and future leaders but often lack the autonomy to innovate.
Scope: Contemporary Research Topics (Work-based Learning)
It speaks to the theme, "Utilizing research findings to create sustainable solutions for human we... more It speaks to the theme, "Utilizing research findings to create sustainable solutions for human welfare." The study is part of a broader, ethics-approved phenomenological study of the lived experiences of graduate students in the doctoral spaces of work-based learning (WBL) or professional practice in an age characterised not only by resilience in the face of pandemic, but also by the post-truth fearmongering impacting people's consciousness. While the affordances of technology have created multiple narratives of triumph over lockdown in education in a major information dump of fast studies, neither the pedagogical and critical theories behind those affordances nor the experiences of postgraduate learners managing long-term projects has received due scrutiny. Drawing on a small part of an emerging dataset, this study outlines the broader context of crisis age technology-led learning, suggests pedagogical factors behind the perception of short-term resilience, and presents cases of 'pivoting' in postgraduate work in complex times. The study is predicated on and concludes that four themes have capacity in driving the endurance of such work: community, transdisciplinarity, emergence and sustainability.
Planning Lessons for a Reading Class, is a prominent addition to this series of accessible, reada... more Planning Lessons for a Reading Class, is a prominent addition to this series of accessible, readable practical resource booklets. Its focus on the identification of non-reductionist principles and their immediate application through clearly identified procedures makes the book applicable in an immediate way. The issues in the series are uncluttered by academic lexis, theory and research processes. They are designed to be picked up, read within the hour, assimilated and applied within minutes. These booklets -too brief to be called volumes -offer a techniqueorientation that immediately appears to be common sense, leading the reader to think "Yes, I can do that today", rather than "Well, I might try that someday".
Scope: Contemporary Research Topics (Work-based Learning), 2021
By the end of 2021, it is estimated that as many as five Capable New Zealand learners will have c... more By the end of 2021, it is estimated that as many as five Capable New Zealand learners will have completed their professional doctoral journeys in the Doctorate of Professional Practice, which was launched in 2018 and grounded philosophically in the University of Middlesex's well-established research and development doctoral model. The Capable New Zealand re-versioning of the Middlesex University model revolves around experiential and transformative learning, is grounded in the reflective unpacking of critical incidents, and affords strategies for research messiness and the non-linearity of the process, particularly in the light of COVID-19. The Middlesex model is also for "advanced practitioners to develop their professional knowledge at doctoral level, benefiting both individuals and their organisations or professional fields" (Middlesex University London, online, 2021).
Scope: Contemporary Research Topics (Work-based Learning), 2021
Welcome to the second edition of Scope -Work-based Learning, with its broad theme of multiplicity... more Welcome to the second edition of Scope -Work-based Learning, with its broad theme of multiplicity of voices and its central musical metaphors of the chorus and the orchestra. In such contexts, voices work in complex ways beyond mere harmony singing from one hymn book. Voices can sing in four-part harmony or counterpoint, articulate in different techniques, generate sound effects, and engage in word painting. Choral voices can also merge, blur, and overlap in much that same way that voices in drama create a real-world of human chatter. Within the choral artefact, there can also be soloists. As editors, we have curated, or even orchestrated, a collection of various articles in the range of professional practice where voices are celebrated and given expression.
Seminar Nasional LP2M UNM, Nov 21, 2021
This study was conducted with the aim to know and identifying the challenges faced by teachers in... more This study was conducted with the aim to know and identifying the challenges faced by teachers in teaching English in the current curriculum change. The research method that will be used is descriptive qualitative method. The subjects are 102 teachers in SMA/MA/SMK/equivalent in South Sulawesi Province. Data obtained from essay questions were analyzed through qualitative data analysis techniques through coding. The results of the analysis was in the form of a description of the teacher's challenges faced in teaching English during the curriculum change period. This description will be useful for learners, teachers, policy makers and foreign language learning theorists. The results of the study indicate that, there are many challenges faced by teachers in teaching English in the current curriculum change (before the Pandemic, during and post Pandemic Covid-19 era). The challenging comes from students' conditions, teachers' conditions, school condition, environment condition, materials condition, learning process, administration process, and technology implementation.
Zenodo (CERN European Organization for Nuclear Research), Mar 13, 2023
This Australian-based paper offers a subjective academic narrative on the methodology of autoethn... more This Australian-based paper offers a subjective academic narrative on the methodology of autoethnography as it is used and understood by both learners enrolled in creative writing higher education degrees and by novelists who draw on real-life experience and personages in their work in the quest for verisimilitude. Closely considering cases of writing in both ivory tower and real-world contexts, the qualitative and reflection-based study reveals that once writers move from the academy to the world of publishing, they are better able to write from experience, and can do so as long as they adhere to ethics of care that characterise their profession. Trained as autoethnographers to draw fictions from life experiences through methodological autoethnography, real world writers continue to follow the ethical tenets of consent, consultation and present and future vulnerability.
衝突・付加した海洋性島弧の復元--南部フォッサマグナの例 (総特集 地域地質研究の多様な展開--グローバルテクトニクスの深化に向けて)
月刊地球, Dec 1, 1999
The Australian Universities' review, 2020
This study brings forward possible and likely truths that lie behind tenured academics' decisions... more This study brings forward possible and likely truths that lie behind tenured academics' decisions to take voluntary redundancies despite their jobs involving edifying, rewarding and 'passion' work. In other words, the legality of the severance agreement stresses a voluntary motivation, a choice; but the actuality behind the decision points to a range of histories, of backstories. This researcher asked 12 mid-career academics why they really took redundancy packages. Their stories reveal a raft of themes now commonplace in the literature of the 'ruined university'. This paper aims to develop the theory that what appears at an institutional level to be voluntary is in fact as far from a choice as imaginable. It is risky to speak of 'truths' when my methodology is that of an interpretivist narrative enquiry into individuals' decisions to leave tenured positions via 'voluntary' redundancy. I will speak more explicitly about the epistemological and ethical components shortly. My reference to 'truths' needs contextualisation. It comes from my reflections on the methodological anti-positivism and resolute interpretivism of the anti-capitalist sociologist, Max Weber (1864-1920). I was drawn, particularly, to his 1915 description (in The Methodology of Social Sciences, trans. 1949, p.176) of 'the skeletal structure of causal attributions and truths' (das feste Skelett der kausale Zurechnung). Such 'attributions' , he maintained, lie behind the 'facade' of narrative history and their presence differentiates a work of knowing from a fiction. This led me to wonder how these fabrications, based on the superficial story (the facade), become the official stories. In other wordsand it is not possible to paraphrase without calling Foucault to mindofficial history is fabricated by the legalistic stories of the powerful. This historical process Behind voluntary redundancy in universities The stories behind the story Martin Andrew Otago Polytechnic At a time when universities internationally participate in continual processes of restructuring, repositioning and reprioritising, calls for 'voluntary' redundancy among teaching and learning staff become frequent events. Australian and New Zealand academics, whose stories inform this study, have, particularly, been made subject to severance, voluntary or otherwise, at a time when the modernised university has become the managed, neoliberalised university and, over time, the 'ruined' or 'toxic' university. This study is a narrative enquiry aiming to capture, represent and examine the stories of mid-and late-career higher education teaching professionals during this unsettling period of disturbance and flux. In the light of studies on 'voluntary' redundancy and scholarship critiquing the mechanisms of power and repression of the corporatised university, this researcher asked 12 mid-career academics why they really took redundancy packages with a view to exposing the experienced truth behind the official institutional story that academic professionals 'chose' voluntary redundancy packages.
Journal of University Teaching and Learning Practice
Compassion in higher education is viewed in different ways by educators. In recent years a focus ... more Compassion in higher education is viewed in different ways by educators. In recent years a focus on using compassionate pedagogy and being authentic, compassionate educators has arisen. Often associated with ‘care’, compassion has been labelled at times to be ‘soft’ or even ‘fluffy’ and holding emotion. Rather, we argue – through critically exploring discourses of compassion and care – that by acknowledging higher education has a relational element encompassing purposeful and trusting relationships, interactions can hold more meaning and benefit. This Editorial seeks to position the role of compassion in higher education, challenging how compassion focused pedagogy and research can be incorporated and enacted so it can benefit the future of higher education. We consider compassion in learning and teaching practices and in assessment, looking with hope to the future where we may see educational values lived in and through our teaching practices.
Scope: Contemporary Research Topics (Work-based Learning)
Scope: Contemporary Research Topics (Work-based Learning)
This paper explores bricolage as a qualitative approach to research. Imbued by the broadly lingui... more This paper explores bricolage as a qualitative approach to research. Imbued by the broadly linguistic 'bricolage' described by Lévi-Strauss (1962), modern bricolage, as a qualitative research methodology, is best defined by Denzin and Lincoln (2005) as "a complex, dense, reflexive collage-like creation that represents the researcher's images, understandings and interpretations of the world or phenomenon under analysis" (p. 6). It is now regarded as a methodology for professional practice research, including creative studies. It seeks to free bricolage from charges of being "undisciplined" (Roberts, 2018, p. 1), mix-and-match and random (Kincheloe, 2001), and even schizophrenic (Deleuze & Guattari, 1987). Our exploration focuses on several features of the methodology: its ability to incorporate and allow eclecticism, multiplicity and diversity of practice; its alignment with a transdisciplinary approach, and its concordance with a portfolio method of curating collections of outputs. As a methodology of emergence, it is tolerant of the stop-start nature of practitioner research we recognise from the tenuous age of COVID-19. It holds possibilities for learners and for mentors.
Scope: Contemporary Research Topics (Learning & Teaching)
University of Hawaii National Foreign Language Resource Center, Oct 1, 2004
The Singapore-based Regional English Language Centre (RELC) Portfolio Series, available in Englis... more The Singapore-based Regional English Language Centre (RELC) Portfolio Series, available in English, Portuguese and Spanish, is designed for hands-on English teaching practitioners as well as teacher educators and teachers undertaking professional development. Thomas S.C. Farrell's Planning Lessons for a Reading Class, is a prominent addition to this series of accessible, readable practical resource booklets. Its focus on the identification of non-reductionist principles and their immediate application through clearly identified procedures makes the book applicable in an immediate way. The issues in the series are uncluttered by academic lexis, theory and research processes. They are designed to be picked up, read within the hour, assimilated and applied within minutes. These booklets-too brief to be called volumes-offer a techniqueorientation that immediately appears to be common sense, leading the reader to think "Yes, I can do that today", rather than "Well, I might try that someday".
Despite its richness, the community remains an underutilised resource for migrant and internation... more Despite its richness, the community remains an underutilised resource for migrant and international students of EAL. This paper reports on a three-year study investigating and evaluating the cultural and linguistic value of volunteering in community placements to degree-level EAL learners. Using open-coded data from reflective journals, this paper discusses the range of literacies that 60 second-year degree-level EAL learners describe having demonstrated during placements. The study is framed within social identity theory and constructionist conceptualisations of communities of practice. For this paper, more recent real-world emphases of new literacy approaches offer fresh frames for social constructionism. We see our learners, situated within specific literate communities, developing cultural literacies as social practices. Here we discuss six varieties of cultural literacy. We maintain that learning in community contributes not only to increased communicative confidence, but also contributes to learners' advancing agency through its potential to provide real-world contexts where cultural literacies develop.
Scope: Contemporary Research Topics (Work-based Learning)
The world of professional practice, and hence of professional practice qualifications, is informe... more The world of professional practice, and hence of professional practice qualifications, is informed by a range of core exploratory theories: transformational learning (Mezirow, 1991) and experiential learning theories (Kolb, 1984); and critical incident/event technique (Woolsey, 1986), which more recently morphed into an educational theory itself (Tripp, 1993). Famously Kolb wrote: "learning is the process whereby knowledge is created through the transformation of experience" (1984, p. 38). These approaches accord with epistemologies where 'knowing' or 'coming to know' comes from responding with initiative, innovativeness and resilience to moments or even extended periods of flux, uncertainty and the unforeseen. These are responses, characteristic of learners in professional learning settings, that I have elsewhere called "thinking on your feet" (Andrew & Razoumova, 2019). This paper brings together nine short narratives of learners on a Doctor of Professional Practice (DPP) programme sharing their dilemmas and 'work-arounds' or solutions. The study demonstrates the resilience that can result from concerted individual acts of reflection; and, on a collective level, illustrates the range of complex situations in which those on doctoral journeys can find themselves.
Scope: Contemporary Research Topics (Work-based Learning), 2020
This paper explores a range of face-to-face and online communities of practice (CoP) that are use... more This paper explores a range of face-to-face and online communities of practice (CoP) that are used to support groups of learners or mentors at degree and diploma levels using Independent Learning Programmes at Otago Polytechnic's Capable NZ. The six writers each create a narrative linking the purpose of specific CoPs to their observable outcomes. The narratives demonstrate such CoP features as mutual engagement, joint enterprise and shared repertoire. The value of the CoPs, over and above uniting colleagues in times of disruption, is outlined in each narrative of practice. Ahi kä ki uta, ahi kä ki tai, kia horahorahia, purapura o ahi kä | Let your home fires be seen inland, let your home fires be seen along the coast, and may the sparks from your fires rise up and be seen throughout the world. Capable NZ is a college of work based-learning within Otago Polytechnic, New Zealand. Established as the Centre of Recognition of Prior Learning, one key focus is to work with experienced candidates who gain qualifications through an Independent Learning Pathway (ILP) which uses prior experiences to frame new learning through reflection. Ker (2017) interviewed graduates, concluding that many Capable NZ learners benefit from engagement in communities of practice in their professional contexts (Ker, 2017). It is logical, then, for community of practice pedagogies, with their capacity to embed resilience in times of disruption (Andrew, 2020, forthcoming), to inform the learner experience. Malcolm (2020, this issue) describes their value in one such programme, the Bachelor of Leadership for Change. In such contexts of work-based learning, where learning from reflecting on, in and for practice is key (Schön, 1987), CoPs become valuable sites for the exploration of facets of learning and teaching from practice for both learners and for their mentors.
Scope: Contemporary Research Topics (Work-based Learning), 2021
Now in its fourth year, the Doctorate in Professional Practice (DProfPrac) within Otago Polytechn... more Now in its fourth year, the Doctorate in Professional Practice (DProfPrac) within Otago Polytechnic's Capable NZ (College of Work-based Learning) faces a challenge to demonstrate its rigour to a range of internal and external stakeholders. Having celebrated its first completion in 2021 and with others in the offing, now is an appropriate time to celebrate the intensity and authenticity of the organisation's distinct species of DProfPrac. In broad terms, the programme requires candidates to create new practice-led knowledge through a process strong in developing reflective and self-managing practitioners. The doctorate aims to implement and develop the Middlesex model of professional doctorates (Costley & Lester, 2010); indeed, representatives of this organisation serve as annual external reviewers of the developing programme. The programme is also open to scrutiny from within, such as research quality gate-keepers and the broad doctoral mentoring team. Further, it is closely watched by other tertiary providers of similar qualifications, and those wishing to enter the doctorate space. Universities watch to see if the professional doctorate offers legitimate threat to traditional and thetic models of representing coming to know. Is it a threat? There is clear pressure on demonstrating the robustness of the programme and, in turn, each candidature's rigour. Having a clear understanding of 'rigour' is crucial to the sustainability and quality assurance of programmes positioned at levels 9 and 10 on the New Zealand Qualifications Authority (NZQA) framework, particularly during times of 'super-complex' change. If, as Barnett (2000, 2004, 2017) might suggest, super-complexity is characterised by the constellation of critical moments comprising threats both inside the system (restructuring, amalgamation) and outside it (COVID-19, the world in turmoil, residual neoliberalist ideology), such educational providers must look to their sustainability to endure, and loss of survival would lead to rigor mortis.
Scope: Contemporary Research Topics (Learning and Teaching), 2021
Scope: Contemporary Research Topics (Work-based Learning), 2021
TESL-EJ, Nov 1, 2020
This paper analyses the impact of an evaluation-focused language teacher education program under ... more This paper analyses the impact of an evaluation-focused language teacher education program under Vietnam's National Foreign Languages 2020 project, run at Hanoi University in 2015 and 2017. Funded by The Ministry of Education and Training (MOET), this intensive 150-hour university-level program employed international experts to deliver content about evaluation. The pedagogical goal was to enhance the capacity of 'key' teachers by guiding their application of theory-informed strategies to their institution's curricula and teaching materials. The underlying policy-directed goal was alignment with the Circular on Issuance of the 6-level Foreign Language Proficiency Framework of Vietnam (MOET, 2014), the Vietnamese Foreign Language Proficiency Framework (VFLF). This study outlines the needs the course met under national policy, demonstrates how these were achieved and describes the course's impacts and constraints. A naturalistic interpretative enquiry, it draws on questionnaire data from participants to assess how the program met its objectives and the degree to which participating language teachers reported applying its content to their practice. The study points to a gap between the aspirational rhetoric of the 6-level framework and the constraints posed by gatekeepers where the 'key' teachers are supposedly present and future leaders but often lack the autonomy to innovate.